This document discusses Bloom's Taxonomy and its revision, which categorizes different types of learning objectives from simple recall to evaluation. It also discusses essential questions, which spark curiosity and require students to construct their own answers. Finally, it explains Understanding by Design, an instructional framework that begins with identifying desired learning outcomes and designing assessments to measure student understanding.

1. Bloom’s Taxonomy, Essential Questions, and Understanding by DesignEDUU552

2. Taxonomy of Educational Objectives (1956)Various types of learning outcomes within the cognitive domain Objectives could be classified according to type of learner behavior described A hierarchical relationship exists among the various types of outcomesBenjamin BloomEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

3. KNOWLEDGE: define, list, name, memorizeCOMPREHENSION: identify, describe, explainAPPLICATION: demonstrate, use, show, teachANALYSIS: categorize, compare, calculateSYNTHESIS: design, create, prepare, predictEVALUATION: judge, assess, rate, reviseBloom’s Original Taxonomy

4. Ask students to demonstrate:Knowledge - recall information in original formComprehension - show understanding Application - use learning in a new situationAnalysis - show s/he can see relationshipsSynthesis - combine and integrate parts of prior knowledge into a product, plan, or proposal that is newEvaluation - assess and criticize on basis of standards and criteriaThinking Levels

5. Bloom’s Revised TaxonomyCreatingCreating – designing, constructing, planning, producing, inventing, devising, making

6. Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring

7. Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

8. Applying – implementing, carrying out, using, executing

9. Understanding– interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

10. Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, findingEvaluatingAnalyzingApplyingUnderstandingRememberinghttp://uwf.edu/cutla/assessstudent.cfm

11. Knowledge or Remembering – Recalling InformationWhere – What – Who – How many – Point to…Comprehension or Understanding – Tell me in your own words – What does it mean?Give me an example, describe, illustrateApplication – Using learning in a new situationWhat would happen if…? Would you have done the same…? How would you solve this problem?In the library, find information about….Blooming Questions

12. Analysis – Ability to see parts/relationshipsWhat other ways…? Similar/Different (Venn)Interpretation – What kind of person…? What caused the person to react in this way…? What part was most exciting, sad…?Synthesis – Parts of information to create original wholeWhat would it be like if…? Design, pretend, use your imagination, write a new ending…More Blooming Questions

13. Evaluation and SynthesisJudgment based on CriteriaLiteratureWould you recommend this book – WHY or WHY not?Select the best – WHY?Which person in history would you most like to meet – and WHY?Is the quality good or bad? WHY?Could this story have happened? WHY?Creating at top of revised Bloom’s Taxonomy - InnovationHighest Levels of Questioning

14. Essential Questions at the top of Bloom’s TaxonomyCreate - innovateEvaluate– make a thoughtful choice between options, with the choice based on a clearly stated criteriaSynthesize – invent a new or different versionAnalyze – develop a thorough and complex understanding through skillful questioning.Framing Essential Questions

15. Spark our curiosity and sense of wonderDesire to understand Something that matters to usAnswers to EQs can NOT be foundStudents must construct own answersMake their own meaning from information they have gatheredCreate insightEssential Questions: EQs

16. Answering such questions may take a lifetime!Answers may only be tentativeInformation gathering may take place outside of formal learning environmentsEngage students in real life applied problem solvingEQ lend themselves to multidisciplinary investigations.Essential Questions

17. Framed by students themselvesBest to start with subsidiary questions that might help support the main questionFormulate categories of related questions“What else do we need to know?State suppositions Hypothesizing and PredictingThought process helps provide a basis for construction of meaning.Ideal Essential Questions

18. Understanding by DesignWhat are the big ideas?Core conceptsFocusing themesOn-going debates/issuesInsightful perspectivesIlluminating paradox/problemOrganizing theoryOverarching principleUnderlying assumptionWhat’s the evidence?How do we get there?Enduring Understanding

19. Understanding by DesignDesired Results: What will the student learn?Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?Lesson Planning: How do you design a lesson that results in student learning?Identify desired resultsDetermine acceptable evidencePlan learning experiences and instruction

20. Understanding by DesignWorth being familiar withImportant to know and doEnduringUnderstandingWill this lesson lead to enduring understanding?

21. Understanding by DesignAssessment TypesTraditional quizzes and testsPaper/pencilSelected responseConstructed responsePerformance tasks and projectsOpen-endedComplexAuthenticWorth being familiar withImportant to know and doEnduringUnderstandingPerformance tasks and projects need assessments thatare more authentic than traditional quizzes and tests.

22. Rubric - a scoring guide for evaluating student performanceAllows for a variety of criteria or categories to be evaluated on a sliding rating scale (not subject to one final percentage score as in testing)A way to measure real-life, authentic learning experiences in the classroomProvides a guide for students in determining expectations of assignmentsShows students and parents how the teacher is judging student performanceRubrics for Assessment

23. Allows teacher to focus on what expectations he/she have for student workProvides alternative grading system for performance assessment, portfolios, projects, web assignments, etc.Can measure a variety of categories in any content areaTeacher can determine criteria and scale - rather than be subject to standardized testing scores.Rubrics for Assessment

24. Clear targets: Provide clear descriptions of specific achievement expectations to be assessed.Measure one or more of the four achievement expectations.Assure that evaluators understand and remain aware of what they are assessing.Focused purpose: Clarify the intended uses of the assessment results. Specify whose information needs the assessment will meet: teachers, curriculum developers, and policymakers.Proper method:Use an assessment method that is suited to the assessment goals (such as essays, direct communication, selected response or extended investigations).PALS Five Features of Good Performance Assessment

25. Sound sampling:Provide a representative sample of all the questions that can be asked.Produce results of maximum quality at minimum cost in time and effort.Yield confident inferences about how the respondent would have done given all possible exercises.Accurate assessment free of bias and distortion:Present sources of inference and error that may have affected the development and implementation of the assessment.Anticipate sources of bias that can create ambiguity in results.PALS Five Features of Good Performance Assessment